A Study Of Chinese Reading In Senior High School In The Context Of Experiential Teaching Theory

Ordinary High School Chinese Curriculum Standards (experimental) repeatedlyemphasizes the teaching of reading to respect students’ individual experience, whilereading aloud as an important method is included in the teaching of reading, thelearner’s practice of it must also be inseparable from experience. Experiencingteaching focuses on the development of life, it doesn’t only concern the students’cognitive, emotional, rather, it pays more attention to students’ emotion, will, attitudeand other non-cognitive factors, the process of Experiencing Teaching is the unity oflife experience and the cognitive process, it is a process that enriches and enhanceslife. Despite the fact that experiencing teaching theory has attracted widespreadattention from researchers, but in the current study, direct guidance of this theorytowards Chinese reading teaching prace hasn’t been carried out. This article is settedin the context of experiencing teaching, re-examining the teaching of high schoolChinese, exploring high school Chinese reading from the two aspects of theoreticaland practical, in order to deepen our understanding of the Chinese reading, so as toguide our practice of Chinese reading,and to improve the efficiency of the teaching ofreading.The whole article outlines with the four major aspects of "what is high schoolChinese reading is like within the context of experiencing teaching","why do wepractice high school Chinese reading within the context of experiencing reading","what’s the current situation of high school Chinese teaching within the context ofexperiencing reading" and "what’s the strategy of carrying out high school Chinesereading within the experiencing teaching context".The first part is the preface, which briefly explains the raising of the problem,research methods and its significance, mainly focusing on the outlining and analyzingof the current status of teaching of reading.The second part first explains the connotation of experience and experiencingteaching, mainly about understanding Chinese reading within the context ofexperiencing teaching, pointing out the necessity and importance of reading towardshigh school Chinese teaching and the development of high school students in general,the text also enriches the connotation and meaning of Chinese reading teaching.The third part is also setted within the context of experiencing teaching, taking Dali prefecture Xiangyun county Xiangyun no.1middle school as an example, reflectingthe problems of the current high school Chinese reading teaching in the5aspects ofthe reading purpose, reading content, the form of reading, reading instruction andreading evaluation.The fourth part is targeted towards the current circumstance of high schoolChinese reading teaching, taking ‘triggering experience with the students’ reading’ asa breakthrough point,, puts forward the corresponding reading strategies from theperspective of teachers. The setting of scenario, stimulating of experience; evaluatingand demonstrating, guiding of experience; organizing conversation and deepening theexperience; Role play, internalizing experience;"I" reading, enriching experience arethe four major strategies.